Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in scho...(展开全部)

Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text an...(展开全部)

How did we conclude that the best way to prepare kids for the future is to cluster them into classrooms by age and grade, forcing them to learn the same things, at the same time and pace, seven hours a day, five days a week, for twelve years? We trust the school system to prepare our kids for the future. We get excited when they get good grades, or disappointed if they don’t. B...(展开全部)

How did we conclude that the best way to prepare kids for the future is to cluster them into classrooms by age and grade, forcing them to learn the same things, at the same time and pace, seven hours a day, five days a week, for twelve years? We trust the school system to prepare our kids for the future. We get excited when they get good grades, or disappointed if they don’t. B...(展开全部)

This is a comprehensive handbook for teachers wishing to develop and explore their teaching. It involves teachers in their own professional development and aims to develop insights into issues, problems, and possibilities in ELT methodology. It is also useful as a general reference for the classroom teacher. Each chapter is illustrated with examples from course materials and in...(展开全部)

This is the long-awaited update on the bestselling book that offers a practical, accessible reference manual for faculty in any discipline. This new edition contains up-to-date information on technology as well as expanding on the ideas and strategies presented in the first edition. It includes more than sixty-one chapters designed to improve the teaching of beginning, mid-care...(展开全部)

I've read countless books on teaching strategies over the years, and I can't think of one that compares--in depth, breadth, accessibility, and practicality--to this one. Tools for Teaching has much to say to teachers of all ranks, disciplines, and institutions. --Mary Deane Sorcinelli, director, Center for Teaching, University of Massachusetts, Amherst A rich compendium of cla...(展开全部)

罗伯特·斯腾伯格（RobertJ.Sternberg），美国耶鲁大学心理系和教育系教授，曾担任 Psychology Bulletin 编辑、美国心理学会第一分会（普通心理学分会）和第十五分会（教育心理学分会）主席。曾获美国心理学会的早期成就奖及美国教育研究学会的三项大奖(The Distinguished Book．Research Review，Sylvia Scribner Awards)。其在教育心理学界非常活跃，曾在多个方面取得突出成就，主要著作有：《不同凡响的刨造力》《成功智力》等。